Modeling the contribution of self‐efficacy, collective efficacy, and autonomy to professional creativity of Chinese EFL teachers.

In the modern educational landscape, teacher creativity has a vital role, especially in language education. Teacher creativity plays a crucial role in today's world, and some studies have explored the factors influencing creativity among language teachers. The present research explored the impact of psychological factors, self‐efficacy, collective efficacy, and autonomy on the professional creativity of Chinese English as a foreign language (EFL) teachers. These interconnected concepts provide a holistic perspective on motivation and performance, impacting both individuals and groups. In a study involving 542 English teachers from diverse backgrounds (varying in gender, age, and teaching experience) within Chinese educational settings, researchers administered four distinct scales: teacher creativity, self‐efficacy, collective efficacy, and autonomy. The responses were then analyzed using structural equation modeling (SEM). The analysis revealed a significant relationship between Chinese EFL teachers’ self‐efficacy, collective efficacy, and autonomy, and their creativity. Specifically, regression analysis indicated that higher levels of self‐efficacy and collective efficacy were statistically associated with better creativity among teachers (<italic>p</italic> < 0.05). The model further showed that 52% of the differences in teachers’ professional creativity can be described by their self‐efficacy, while approximately 37% of the variance is attributed to collective efficacy. Additionally, autonomy accounts for approximately 61% of the variance in teachers’ professional creativity. The results from the SEM analysis corroborate the existing literature, affirming that self‐efficacy, collective efficacy, and autonomy significantly influence professional creativity among Chinese EFL teachers. These psychological factors play a crucial role in enhancing individual teacher creativity. Educational administrators can leverage these insights to design focused professional development programs that strengthen teachers’ self‐efficacy and collective efficacy. Additionally, granting teachers greater autonomy in curriculum design and implementation fosters an environment where creative teaching strategies are more likely to flourish. [ABSTRACT FROM AUTHOR]